A Tide Runs Through It Manitoba Secondary

A TIDE RUNS THROUGH IT… MANITOBA – SECONDARY

A Tide Runs Through It….

Lesson Overview:

The lesson investigates the affects of generating electricity via tides and the resulting impact on both the environment and society by engaging the students in a debate.

Grade Level:

Senior 4 (Grade 12)

Time Required:

60 to 120 minutes

Curriculum Connection (Province and course):

Manitoba Senior 4, World Geography – A Human Perspective

Link to Canadian National Geography Standards:

Essential Element #1: The World in Spatial Terms

§ Location/allocation situations

Essential Element # 2: Places and Regions

§ Physical and human processes shape places and regions

§ Changes in places and regions over time

Oceans Scope & Sequence Standard #2: Places and Regions

§ Physical and human processes that shape the ocean and coasts

Essential Element # 5: Environment and Society

§ Global effects on human modification of the environment

§ Global effects on the human environment by changes in the physical environment

§ Use and sustainability of resources

§ Environmental issues

Oceans Scope & Sequence Standard #5: Environment and Society

§ Effects of technology

Geographic Skill #2: Acquiring Geographic Information

§ Systematically locate and gather geographic information from a variety if primary and secondary resources

Geographic Skill # 3: Organizing Geographic Information

§ Use a variety of media to develop and organize integrated summaries of geographic information

Geographic Skill # 5: Answering Geographic Questions

§ Formulate valid generalizations from the results of various kinds of geographic inquiry

§ Evaluate the answers to geographic inquiry

Additional Resources, Materials and Equipment Required:

§ Computer with Internet access

§ LCD Projector

§ Student Worksheet – A Tide Runs Through It

§ PowerPoint presentation – A Tide Runs Through It

§ Debate Form

§ Assessing Active Listening Skills

Main Objective:

§ To have the students assess the positives and negatives (environmental and societal) in regards to tidal energy

§ To have the students research the issues via the Internet.

§ To make the students aware of the varying positions in regards to generating electricity via tides

§ To have the students engage in a debate based on fact-based research in order to strengthen that position.

Learning Outcomes:

By the end of the lesson, students will be able to:

§ Access and navigate web sites needed to research

§ Explain the economics behind using tides to generate electricity

§ Identify the positives and negatives associated with tidal energy use

§ Listen to and consider differing views in respect to generating electricity from tides

§ Choose a position (for or against) and debate the pros and cons of it to their peers

The Lesson:

Teacher Activity

/ Student Activity
Introduction / § Show the “Oceans for Life” pamphlet and have the students brainstorm how human activities have significant effects on the natural environment
§ Ask the students what they know about generating electricity via tides / § Students respond to brainstorming questions
Lesson Development / § Show the power point presentation “A Tide Runs Through It”
§ Instruct students to work through Questions 1-6 on the Student Worksheet
§ Read the Hypothetical Situation with the students.
§ Choose for/against
§ Instruct the students to work through the remainder of the Student Worksheet
§ Guide and assist students when necessary / § Students view power point presentation
§ Students complete Questions 1-6.
§ Students work through the instructions and complete the worksheet.
Conclusion / § Guide and assist class debate / § Students engage in class debate.
§ Hand in completed Student Worksheet.

Lesson Extension:

§ Invite a guest speaker (environmentalist/government representative) to make a presentation on ocean turbines

Assessment of Student Learning:

§ Evaluate Student Worksheet

§ Evaluate Debate

The town of New Estuary has a current population of 1800 and is located on the banks of the Atlantic Ocean, 150 kilometres away from the province’s largest city. The Mayor and Council of New Estuary are proposing the development of an ocean turbine generating station to be constructed in the Atlantic Ocean, five kilometres from the town site. Many people in New Estuary are excited about the proposal because it will bring much needed employment to the town, as well as cheap electricity and jobs in spin-off areas. Other people are concerned over the negative impacts on the environment and society. The mayor has decided to call a town council meeting to discuss this issue. Many different Council Members will be making presentations at the meeting where they will put forth their views on the proposed ocean turbine generator.

You will now be assigned the role of Council Member. Your task is to complete the following organizer based the position of your character. You will assume that person’s view on the issue and complete the following organizer. Once your organizer is complete, you will make your presentation to the class. Base your presentation on facts (not opinions) in order to strengthen your position.

Issue: Should the Town of New Estuary build an ocean turbine generator on the Atlantic Ocean to produce electricity for the town?
Council Member:
Name:
Brief Bio:
My position on ocean turbine generator construction:
Support Statements:
·
·
·
·
·
·
Concluding Statement:

**** You may find information on the construction of these generators at the following sites:

§ http://www.energy.ca.gov/development/oceanenergy/

§ http://shimas-hosting.com/unisun/tidal_energy.htm

§ http://www.geology.wisc.edu/~pbrown/g410/tidal/tidal/html

Part C: Present your position to the class.

Assessing Active Listening Skills

BLM 54: English Language Arts (Informal Debates)

Active Listening Skills and Strategies
Students’ names
Check the observed behaviours

Demonstrates attentiveness:

§ Looks at speaker

§ Thinks about and tries to understand what the speaker is saying

§ Controls personal activity level

§ Encourages the presenter with non-verbal cues (nodding, smiling)

Shows appreciation for others’ ideas
Recalls relevant information
Clarifies ideas
Provides feedback
Asks relevant questions

DEBATE RUBRIC

Category / Presidential Debates / The Senate Floor / Student Council Election / Not Yet / Score
4 / 3 / 2 / 1
Addresses
Issues / Always addresses
topic / Usually addresses topic / Rarely addresses topic / Did not address topic
Support with Facts / Uses many facts
that support topic / Uses some facts that support topic / Uses few facts that support topic / Does not use facts that support topic
Persuasiveness / Arguments clear and convincing / Arguments are sometimes clear and convincing / Arguments are rarely clear and convincing / Arguments are never clear and convincing
Teamwork / Used team member effectively
Equal timing / One member does the talking 75% of the time / One member does the talking 100% of the time / No one talks
Organization / Electrifies audience in opening statement
Closure convinces audience / Grabs attention
Brings closure to the debate / Introduces topic and brings some closure to the debate / Does not introduce topic; no closure

TOTAL ______

http://www2.lhric.org/ertc/Wendy/Wzrubric.htm

Canadian Council for Geographic Education (www.ccge.org) 9

Canadian Meteorological and Oceanographic Society